Page 356 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University Preparation
H3. Making Connections to Aesthetics
H4. Philosophical Reasoning in Aesthetics
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
By the end of this course, students will:
H3.1 demonstrate an understanding of the influ­ ence that ideas related to aesthetics have on their everyday life
Teacher prompts: “What are some areas in your personal life in which you have to consider issues related to the philosophy of aesthetics?” “How do you determine whether a piece of music, a painting, or a film is ‘art’? What do your criteria reveal about your personal philos­ ophy of aesthetics?” “What assumptions about art are reflected in popular culture in Canada? In the pronouncements of public figures?” “What considerations underlie decisions about the types of art you can see in galleries and public spaces?” “Do you have ‘good taste’? How do you know?”
H3.2 explain ways in which aesthetics draws from and influences other areas of philosophy
Teacher prompts: “To what extent were Plato and Aristotle’s views on art influenced by their metaphysical theories?” “What role do ethical questions play in aesthetic theory?” “In what ways do the aesthetics reflected in Ojibwe or Haida art work reflect the metaphysical and ethical world views of these cultures?” “What impact have postcolonial social/political theo­ ries had on the development of aesthetics?”
H3.3 describe forces that have helped shape the evolution of aesthetics over time, and analyse their impact (e.g., the impact of religious beliefs and control; the impact of technological change, such as the development of oil paint or photography, on aesthetic philosophy and practice; the impact of social/historical forces such as imperialism, anti­ colonialism, and/or feminism on theories of the pur­ pose of art)
Teacher prompts: “Can art and an artworld exist without a supporting culture or society?” “What role have religions played in shaping
ideas about the purpose, content, and value of art? In what ways has the increasing secular­ ization of Western society affected such ideas?” “If the political or social climate is such that art is not supported or seen as a legitimate activity, can art or an artworld exist?”
H3.4 demonstrate an understanding of the influ­ ence that ideas in aesthetics have on other sub­ ject areas (e.g., how ideas about beauty and art inform aesthetic or critical judgements in visual arts, music, literature; how awareness of the social value/purpose of art affects understanding of cultural and social developments in history; how theories about the role of consciousness in the creation of art influence ideas about consciousness and perception in psychology; how an understanding of the power of social/cultural elites to influence/control what is considered art provides insight into power structures in sociology, equity studies, media studies)
Teacher prompts: “What role does aesthetics play in architecture?” “Do ideas of beauty apply in mathematics? How can ideas in aesthetics be applied to understand the beauty of mathemat­ ical fractals?” “Why is an awareness of changing aesthetic ideas important to the study of history?”
By the end of this course, students will:
H4.1 formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions
in aesthetics
H4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in aesthetics, and anticipate and respond logically to counter-arguments
H4.3 correctly use terminology related to aesthetics (e.g., beauty, taste, aesthetic judgement, aesthetic experience, appropriation, artworld, art for art’s sake)
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